This paper details the second phase of my doctoral research which aimed to collect data about educators’ perceptions of mindfulness in education as a follow up to the creation and implementation of the Mindfulness in Schools Questionnaire (MiSQ) in the first phase of the research. This study is novel in that it takes into account mindfulness-based activities that may be currently taking in place in schools, rather than focusing solely on the creation of new mindfulness-based interventions. It also includes data from heads of teacher training programmes that relate to whether or not mindfulness could be taught and practised by student teachers, which in turn would impact on the future of mindfulness in schools. Eight semi-structured interviews and three focus groups were conducted with primary and secondary school teachers and heads of teacher training programmes in Northamptonshire and Milton Keynes. Thematic analysis was used to analyse the eleven transcripts and themes were identified. Such themes include the marketisation and language of mindfulness, faddism and the role of the teacher. These emergent themes will be presented along with their respective considerations for the teaching and practice of mindfulness in schools.